Use the guiding questions that we came up with in class to describe a standards-based lesson. This lesson could be one that you make up or one that you watch on video. Important: Be sure that your learning objective aligns with a curriculum standard.
I. Standard Benchmark(s) and Learning Objective:
The science teaching standards describe what teachers of science at all grade levels should know and be able to do. They are divided into six areas:
(http://books.nap.edu/html/nses/html/overview.html#teaching, 2007). In the lesson plan the we observed the state standard proclaims that all students should develop an understanding of properties of earth materials, and changes in the earth and sky.
The purpose of this assignment is to teach the students about forces of nature, with a volcano project. Each student will be able to make their own mini-volcano, and watch it "erupt" on their desk. There are few safety risks that one may need to worry about, and will be discussed in The Learning Environment. Some other examples of the forces of nature you may want to cover are floods, hurricanes, lightning and tornadoes. The student should gain a high knowledge of natural disasters, and be able to relate to a time where they have, or have heard about someone who has been a part of a natural disaster such as a tornado warning or a flood. This project can easily evolve into a class discussion focusing on different stories children have heard, or have even witnessed first hand pertaining to situations where they are around natural disasters. The students should learn safety strategies such as what to do if they are ever caught in one of these situations. They can learn about safety kits, and evacuating in need be. This can also evolve into a class discussion concerning what to do in a catastrophic situation involving a natural disaster. Teach the students some of the largest volcanoes in the world, and point out on a map where they are located. The students will be interested in learning about the natural disasters that occur across the United States the most, so utilizing a map would be easy and fun to show volcanoes, where tornadoes are most likely to occur, and the paths that most hurricanes take. It is important to inform the students about this, but to make sure that they do not get scared.
II. The Learning Environment
Whenever a teacher and students work on a science activity or experiment, safety precautions are the most essential part. Whether the experiment calls for a paper clip and marker, or hazardous chemicals, safety must be used in order to teach the students how to work with different materials. In this case, the third grade class would be learning about forces of nature, through a volcano project, and discussions. The best way for students to learn about natural disasters, is through group work, discussions and experiments. When working together, the students do better as a team since they can work together on problem solving. Some students may get how the volacanoe may errupt, while others might have a better understanding of how forces of nature occur. Since children learn and understand concepts differently, they can benefit eachother with their knowledge, and overall have a better understanding.
The classroom should be arranged in a way that students interact best together. If all the desks are arranged in a circle, the class will work well as a group. Posters and examples of forces in nature (hurricanes, lightning, volcanoes etc.) should be displayed around the classroom for the children to form ideas and conclusions based on the visual appearance. Students should also be taught that when observing an experiment, the five senses, (touch, smell, taste, hear and sight) should be used when appropriate. In an experiment, taste should always be avoided because the students are working with matter, and they do not know the different reactions that could take place. Lastly, the classroom should also be a safe setting. Materials need to be well labeled and organized. Also, if the children are working with ingredients that could hurt their eyes, goggles should be provided. Sinks with eye washes should be available, and the children should also know how to use them.
Besides having a safe learning enviornment, and a positive student to student relationship, it is also important that the children have a positive student to teacher relationship as well. The teacher can not just take the role of teaching the students how to perform the experiment. The teacher should work hand and hand with the students, on each step making the valcanoe. When working together, the teacher can ask for student input, which will give the students a better grasp on the topic being addressed. Overall, the most important part of the learning enviroment, is for students and teachers to work together.
III. The Learning Activities
This learning activity can easily be used by following these easy steps:
Take the cup and cut off the small bottom piece of the cup.
Take the small piece of saran wrap and cover the top with it.
Use the rubber band to hold the saran wrap on.
Now hold the cup with the saran wrap covered part on the bottom.
Now put a few drops of food coloring in the bottom. (I suggest red for the lava of the volcano.)
Now put a small amount of vinegar in the bottom also.
Now go around and put a teaspoon of vinegar in each one and watch the reaction occur.
Materials for students
-Paper cup
-Scissors
-Saran wrap squares
-Rubber band
Extra materials for teacher
-Red food coloring
-Teaspoon
-Vinegar
The teacher should hand out all of the materials to each child in the class, and stand at the front with the same materials that all of the students have. Step by step walk them through so that no child feels left behind. Stop after putting the saran wrap on the cup, since it would not be a smart idea for each student to be using food coloring, and vinegar. Next walk to each table, and proceed by putting the food coloring and vinegar in each students cup. Each student should be thrilled to see a mini-explosion on their desk right before their eyes. Have each student throw away their cup when they are finished, and spray down the tables, making sure there is no food dye or vinegar left behind.
IV. Assessment Strategies/Items
Before introducing the student to the experiment, it is a priority of the teacher to research and become familiar with the present information. To introduce the students into the process, the teacher should move at a slow pace in order to make the topic understandable and not overwhelming. Introducing a book on natural forces, would be a great start to the experiment. After reading the book, the students and the teacher can assess what they read, and come up with different examples of natural forces, and why they occur. From here, it will be easier for the students to answer questions when they already know the background information. After the introduction into the topic, the teacher should demonstrate the making of the volcano, and then teach the students how to do the experiment, along with safety precautions. After the experiment is over, students should be asked similar questions again to asses their ability to understand natural forces. This time the questions should be easier to answer because of the use of repetition. The students could also make a replica, or model to bring home and explain the experimental process to their parents. The child would not have to redo the chemical mixture part, but could make a book, diagram, sketch (etc.) about how to make a volcano. This final process would allow the teacher to see the students creativity, along with their understanding of what went on in the classroom. It is important that the students think and create independently in the end, because they all learn in different ways.
- noelle_kern I thought that this lesson would be a fun, hands on way to teach the students about natural disasters. The volcano on their desk would get the students eager and excited to learn more. I feel that the project will keep the students entertained, and allow them to have fun with learning. I think that the class discussion about what natural disasters the children have heard about or been around will be a fun way to get each child involved, and learn about eachothers pasts. Overall, I think the students and teacher would think that this project would be very successful!
- kaela_dionne This lesson seemed to be an interesting and informative way for students and a teacher to work together to learn about natural disasters. By doing a hands on experiment, the students will be eager to learn about valcanoes and how they function. It is also easier for the students to learn through an example, since it demonstrates how a natural disaster takes place, and what can happen after it. This is also a great activity to keep the students working together and sharing ideas. By working on a science experiment the students will have a better understanding of the world around them!
Title:
Authors:
1. Kaela Dionne2. Noelle Kern
Use the guiding questions that we came up with in class to describe a standards-based lesson. This lesson could be one that you make up or one that you watch on video. Important: Be sure that your learning objective aligns with a curriculum standard.
I. Standard Benchmark(s) and Learning Objective:
The science teaching standards describe what teachers of science at all grade levels should know and be able to do. They are divided into six areas:- The planning of inquiry-based science programs.
- The actions taken to guide and facilitate student learning.
- The assessments made of teaching and student learning.
- The development of environments that enable students to learn science.
- The creation of communities of science learners.
- The planning and development of the school science program.
(http://books.nap.edu/html/nses/html/overview.html#teaching, 2007). In the lesson plan the we observed the state standard proclaims that all students should develop an understanding of properties of earth materials, and changes in the earth and sky.The purpose of this assignment is to teach the students about forces of nature, with a volcano project. Each student will be able to make their own mini-volcano, and watch it "erupt" on their desk. There are few safety risks that one may need to worry about, and will be discussed in The Learning Environment. Some other examples of the forces of nature you may want to cover are floods, hurricanes, lightning and tornadoes. The student should gain a high knowledge of natural disasters, and be able to relate to a time where they have, or have heard about someone who has been a part of a natural disaster such as a tornado warning or a flood. This project can easily evolve into a class discussion focusing on different stories children have heard, or have even witnessed first hand pertaining to situations where they are around natural disasters. The students should learn safety strategies such as what to do if they are ever caught in one of these situations. They can learn about safety kits, and evacuating in need be. This can also evolve into a class discussion concerning what to do in a catastrophic situation involving a natural disaster. Teach the students some of the largest volcanoes in the world, and point out on a map where they are located. The students will be interested in learning about the natural disasters that occur across the United States the most, so utilizing a map would be easy and fun to show volcanoes, where tornadoes are most likely to occur, and the paths that most hurricanes take. It is important to inform the students about this, but to make sure that they do not get scared.
II. The Learning Environment
Whenever a teacher and students work on a science activity or experiment, safety precautions are the most essential part. Whether the experiment calls for a paper clip and marker, or hazardous chemicals, safety must be used in order to teach the students how to work with different materials. In this case, the third grade class would be learning about forces of nature, through a volcano project, and discussions. The best way for students to learn about natural disasters, is through group work, discussions and experiments. When working together, the students do better as a team since they can work together on problem solving. Some students may get how the volacanoe may errupt, while others might have a better understanding of how forces of nature occur. Since children learn and understand concepts differently, they can benefit eachother with their knowledge, and overall have a better understanding.The classroom should be arranged in a way that students interact best together. If all the desks are arranged in a circle, the class will work well as a group. Posters and examples of forces in nature (hurricanes, lightning, volcanoes etc.) should be displayed around the classroom for the children to form ideas and conclusions based on the visual appearance. Students should also be taught that when observing an experiment, the five senses, (touch, smell, taste, hear and sight) should be used when appropriate. In an experiment, taste should always be avoided because the students are working with matter, and they do not know the different reactions that could take place. Lastly, the classroom should also be a safe setting. Materials need to be well labeled and organized. Also, if the children are working with ingredients that could hurt their eyes, goggles should be provided. Sinks with eye washes should be available, and the children should also know how to use them.
Besides having a safe learning enviornment, and a positive student to student relationship, it is also important that the children have a positive student to teacher relationship as well. The teacher can not just take the role of teaching the students how to perform the experiment. The teacher should work hand and hand with the students, on each step making the valcanoe. When working together, the teacher can ask for student input, which will give the students a better grasp on the topic being addressed. Overall, the most important part of the learning enviroment, is for students and teachers to work together.
III. The Learning Activities
This learning activity can easily be used by following these easy steps:
Take the cup and cut off the small bottom piece of the cup.
Take the small piece of saran wrap and cover the top with it.
Use the rubber band to hold the saran wrap on.
Now hold the cup with the saran wrap covered part on the bottom.
Now put a few drops of food coloring in the bottom. (I suggest red for the lava of the volcano.)
Now put a small amount of vinegar in the bottom also.
Now go around and put a teaspoon of vinegar in each one and watch the reaction occur.
Materials for students
-Paper cup
-Scissors
-Saran wrap squares
-Rubber band
Extra materials for teacher
-Red food coloring
-Teaspoon
-Vinegar
The teacher should hand out all of the materials to each child in the class, and stand at the front with the same materials that all of the students have. Step by step walk them through so that no child feels left behind. Stop after putting the saran wrap on the cup, since it would not be a smart idea for each student to be using food coloring, and vinegar. Next walk to each table, and proceed by putting the food coloring and vinegar in each students cup. Each student should be thrilled to see a mini-explosion on their desk right before their eyes. Have each student throw away their cup when they are finished, and spray down the tables, making sure there is no food dye or vinegar left behind.
IV. Assessment Strategies/Items
Before introducing the student to the experiment, it is a priority of the teacher to research and become familiar with the present information. To introduce the students into the process, the teacher should move at a slow pace in order to make the topic understandable and not overwhelming. Introducing a book on natural forces, would be a great start to the experiment. After reading the book, the students and the teacher can assess what they read, and come up with different examples of natural forces, and why they occur. From here, it will be easier for the students to answer questions when they already know the background information. After the introduction into the topic, the teacher should demonstrate the making of the volcano, and then teach the students how to do the experiment, along with safety precautions. After the experiment is over, students should be asked similar questions again to asses their ability to understand natural forces. This time the questions should be easier to answer because of the use of repetition. The students could also make a replica, or model to bring home and explain the experimental process to their parents. The child would not have to redo the chemical mixture part, but could make a book, diagram, sketch (etc.) about how to make a volcano. This final process would allow the teacher to see the students creativity, along with their understanding of what went on in the classroom. It is important that the students think and create independently in the end, because they all learn in different ways.-
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----SBLD EVAL NOELE KAELA